University of North Texas

[Pages:12]University of North Texas Department of Counseling and Higher Education ? Spring 2016 ? p. 1

EDHE 6550 Policy Studies in Higher Education

Language #204 Wednesdays, 5.30-8.20 pm

Spring 2015

About the instructor Barrett Taylor, PhD Assistant Professor of Higher Education Mean Green Village #122 T: 940.565.3238 E: barrett.taylor@unt.edu or bjt512@

Office hours: Mondays, 2.00 pm ? 5.00 pm Wednesdays, 2.00 pm ? 5.00 pm

Although I am in my office almost every weekday, I often have meetings scheduled during these times. I therefore strongly suggest that you email me to make an appointment before coming to my office. Simply write to me at one of the two addresses posted above, noting the days and times at which you are available to meet. I generally reply to email within 24 hours, and often even sooner.

Course objectives This course is designed as part of a sequence of classes intended to prepare you for work in higher education as a scholar-practitioner. To that end, this course has two complementary objectives.

First, this class will familiarize you with basic principles and current issues of higher education policy. Every scholar-practitioner needs an understanding of educational policy because state and federal policy environments shape virtually every office on a campus. I seek to present core concepts in a way that they may be applied readily to educational practice. I will give special attention to the ways in which these topics touch upon other core issues in higher education ? such as organization and administration, finance, and student choices ? in an effort to integrate this course's content with the other classes you will take while at UNT.

Second, this course will help you to develop the range of skills that characterize advanced scholar-practitioners in higher education. Necessary skills include the ability to write clear scholarly prose, and to present academic content orally. Course assignments will be graded accordingly. If you do not possess a copy of a "style guide" to writing, I highly recommend purchasing and familiarizing yourself with one. I remain partial to Strunk and White's Elements of Style, but any of a number of guides can help you to improve your writing. Please note that this is a guide to writing style, mechanics and usage. Strunk and White is not a substitute for the "APA manual," which is the official referencing guide of this department.

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In addition, scholar-practitioners must be able to read and comprehend a variety of sources, including books, policy reports, and peer-reviewed journal articles. This will involve some familiarity with qualitative and quantitative research methods. If you do not possess this familiarity, simply do your best with course readings and raise relevant questions in class. You are responsible for learning all materials presented in the course, so please ask questions that you have so that you can hone your skills as a reader of academic content.

Assignments There are four assignments in this course:

1. Final examination: This take home exam addresses major themes and content from the first two units of the course. Students will have one week to respond to exam questions using course materials. 30% of final grade.

2. State case studies: Students will present single-state case studies orally in weeks five, six, and seven. The oral presentation should last 10-12 minutes, and will be followed by questions/comments from the class. The case study should explore higher education within a state that is not covered by course readings (ie., not Texas, Georgia, etc.). The case study should draw on data from multiple sources ? ie., SHEEO, the state governing agency, the Chronicle Almanac, peer-reviewed journal articles ? in order to highlight key aspects of the state system. Each report should address: a. The state's demographics, higher education history, and the composition of the system (publics/privates; two/four years, etc.). b. The state's governance mechanism (centralized, coordinating, etc.). c. The state's mechanism for funding higher education (appropriations, student aid, performance- vs. formula-based, etc.). d. The extent to which the state meets goals of access, affordability, and performance outcomes. e. Significant challenges facing the state in the future. 30% of final grade.

3. Final project: Final projects will be completed in small groups of 4 students. These groups will function as a policy analysis team. Groups will: a. Identify a particular problem of higher education policy related to one of the topics addressed in Unit IV of the course. This problem must be more specific than the general theme covered that week. For example, "evaluating policy outcomes" is too general, but "tuition deregulation and enrollment patterns of low-income students" might work. Groups must submit single-page write-ups of their topics to the instructor for approval/revision in week four. b. Utilize relevant descriptive data from policy and nonprofit sources to highlight the nature and scope of the problem. The group should specify clearly whether they approach the issue on the state or federal level. c. Draw on scholarly sources (ie., course readings, peer-reviewed journal articles, and books/chapters from reputable presses) in order to analyze the problem. Papers should draw on at least one of the major policy analysis and formation frameworks discussed in Unit I.

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d. Based on this scholarly analysis, propose at least three policy remedies that the state/federal body may undertake.

Term papers should demonstrate students' fluency with higher education policy by allowing for detailed exploration of a particular topic, concept, or issue. All papers will analyze the topic in light of course readings and other relevant materials, and also will draw upon external readings. Evaluation is based upon demonstrated knowledge of material, quality of analysis, stylistic clarity, and writing mechanics. Groups will present their reports in weeks 12-15, and will facilitate discussion for approximately one hour as part of their presentation. Groups will submit a paper of approximately 20-25 pages at the conclusion of the course. Each group member also will submit directly to the instructor a confidential one-paragraph statement declaring the approximate share of the project attributable to each group member. The purpose of this submission is not to evaluate individuals' contributions precisely, but to ensure that everyone did approximately equal work toward the final presentation and project. 30% of final grade. 4. Class participation: Attendance at all course sessions is required. In accordance with Texas state law, absences on religious holy days will be considered excused. Students must complete assignments within a reasonable time frame after the absence at no penalty to their grade. I request that you let me know at your earliest convenience if you will be observing a religious holy day at a time during which we have scheduled a course meeting. If you must miss a course meeting for any other reason, please notify the instructor immediately. In addition to attendance, students are required to complete all readings and to participate in all class sessions. Please note that "participation" does not necessarily require speaking, and certainly does not indicate speaking out of turn or talking over classmates. 10% of final grade.

Grades and evaluation A course grade of "A" (90-100) indicates exemplary work. A "B" (80-89) denotes work that meets expectations of a graduate student. A "C" (70-79) is assigned to work that does not meet expectations of graduate student performance. Grades of "D" (65-69) and "F" ( ................
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